In the last years, numerous texts about reading comprehension and teaching strategies have been carried out in favour of comprehension itself. In this work, we have chosen one comprehension reading strategy such as "self-questioning" so that, this method plays an essential role in the reading comprehension process in order to get the meaning of a message in a text as well as it plays an important role in a learning process. Moreover, it is a meta-cognitive method and one of the objectives of this work is to study how the meta-cognitive knowledge is taught. Among the educational conditions we have selected that of a cooperative work as a useful factor of learning meta-cognitive method and strategy. The objective of the investigation is to see if the cooperative work makes easy a text-reading comprehension process using this learning method. The hypothesis that we expound is the following: (1) Does the cooperative work in the well-reasoned teaching process, using "a self-questioning" method during the reading comprehension process of one text help the reading comprehension and make easy the given information of the subject? (2) Cooperative work will be in favour of learning techniques and strategies. (3) Meta-cognitive knowledge is transmitted better. In the first part of this work, in the Chapter One, we had a look through a reading comprehension process and this reading comprehension process is described briefly. Next, we check the meta-cognition concept and its relation with learning techniques and strategies. In the Second Chapter, we study the educational didactic learning effects, revising studies and didactic experiences that had been done with the cooperative work. The Third Chapter deals with the empiric investigation that is to fulfil two experimental studies. Finally, we present our conclusions based on the results of the empiric studies.

Tesis en español